Mudgee High School
Annual School Report 2014
[school code]
8128
School context statement
Principal’s message
Mudgee High School had an enrolment of 984
students, including 7% Aboriginal students.
Mudgee High School is a rural comprehensive
Years 7-12 school with a record of excellence in
academic, sporting and cultural achievements.
In my ten years leading this wonderful
educational community I have seen our school
develop as an exemplar of what a community
based school can do. Mudgee High School is open
to all students, from whatever backgrounds and
with whatever abilities they bring. The expertise
of the staff and the strong ties with parents and
the wider community has certainly made us the
envy of many.
As a Centre for Excellence in Quality Teaching, we
have been recognised for the high quality of our
teaching. Students access a wide range of
academic, sporting, social and cultural
opportunities.
Students of Mudgee High School are tolerant and
accepting of differences, have social skills to
recognise what is good for others and good for
the community and the judgement to choose
wisely. Of course no one is perfect and everyone
makes mistakes. The ability to reflect on your
mistakes and to learn from them is what makes a
person great. Similarly the capacity to learn from
each other and to work towards the common
goal of education for all, is what makes a good
school, great.
Through the Cudgegong Learning Community
students and staff have additional opportunities
to work with other local public schools. Our
student welfare policy focuses on strong
relationships with families, Positive Behaviour for
Learning (PBL) and recognition of achievement.
The extensive curriculum allows access to a wide
range of courses for both university and nonuniversity pathways as well as Vocational
Education and Training (VET) and Technical and
Further Education (TaFE). Junior elective courses
are vertically integrated and semesterised.
I am proud to have been able to continue the
wonderful traditions of Mudgee High School
where we all try to achieve our very best, not for
ourselves but for our school.
We have a strong relationship with our very
supportive community, including an active
Parents and Citizens’ Association, Year 12
students charity fundraising each year and local
business and industry support through expertise
and resources.
L Manwaring
Principal
Parents & Citizens Association
Message
A supportive Aboriginal Education Consultative
Group (AECG) works closely with staff to
implement the Department of Education and
Communities, Aboriginal Education and Training
Policies and school programs to enhance
opportunities for the 7% of our students who are
Aboriginal as well as involvement of parents.
Programs for gifted and talented students foster
a love of learning and capacity to strive for
excellence.
The Mudgee High School Parents & Citizens
Association provided advice and support to the
school administration. We met once a month
with school personnel to enable parent and
community voices to form part of the governance
of the school. Funds raised through the P&C run
school canteen provided additional resources to
students and classrooms including ICT
equipment, grounds beautification and the
school mini bus. Individual faculties also applied
for support to enhance their curriculum and
learning programs. The P&C made a significant
contribution to improved safety for students and
staff through half funding of a new school PA
system. This installation allows for separate bells
for class time, assemblies and emergencies. The
system also improved outdoor assemblies and
enables the playing of music during student
breaks.
Our fantastic facilities including, recently
upgraded science laboratories, a Trade Training
Centre, creative and performing arts facilities,
gymnasium, technology workshops and a state of
the art library resource centre, support the
development
of
21st Century
learning
competencies.
Students’ backgrounds include 2% non-English
speaking background, however, because of local
industries, there are also 5% who are from
English speaking migrant backgrounds.
1
We continued the weekly P&C awards which
were given to one student in each year. The
criteria were that students demonstrate they are
safe, respectful and responsible learners and
members of their peer group. The awards include
a recognition certificate and a canteen voucher
which continues to prove very popular with
students.
Enrolments
1500
Students
1000
500
0
John Laidlaw P&C President
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
Student Representative Council
Message
Student attendance profile
The Student Representative Council is an elected
body of students from years 7-12. It includes the
school captains and is led by an elected
president. The SRC is coordinated by a teacher
who provided mentoring and guidance to the
students in their decision making. The SRC
organised themed school socials were a popular
way for students from all years to interact and
enjoy their favourite music and dancing. Fund
raising for local and state wide charities was also
undertaken including CANTEEN, Jeans for Jeans
Day, Bandana Day and the Blue Mountains Bush
Fire Appeal. Students took part in the combined
Cudgegong Learning Community Leadership
Forum held at Mudgee High School.
Student attendance rates
Attendance rate
100
75
50
25
0
2008 2009 2010 2011 2012 2013 2014
Year
School
State DEC
Post-school destinations
Post-school
destinations
Lucy O’Connell
continuing
school
seeking
employment
employment
TAFE entry
university entry
other
unknown
SRC President
Student information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
In 2014 there were 984 students enrolled from
the local area. The majority of students live in the
town of Mudgee but 30% travel to school from
rural locations up to 75 kilometres away. Many
students are the second or third generation in
their family to attend Mudgee High School with
some up to the fifth generation. There was even
numbers of boys and girls enrolled in 2014 and
over 300 students in years 11 and 12 combined.
This ensures a wide curriculum which meets the
needs of every student. Enrolments include up to
40 in support classes which provides for an
adjusted curriculum for students with disabilities.
Year 10
Year 11
Year 12
%
%
%
80
75
NA
5
5
4
5
5
NA
3
2
5
10
NA
3
1
10
20
60
5
1
Year 12 students undertaking vocational or
trade training
Extensive opportunities for work education were
provided at Mudgee High School. These include
opportunities to undertake Vocational Education
and Training Courses at school or through TAFE in
the senior school as well as the provision of part
time
traineeships
and
school
based
apprenticeships for students studying for the
Higher School Certificate.
2014 continued widespread utilisation of new
Trade Training Centre. These facilities provide
industry standard equipment for students to
Student enrolment profile
2
develop skills which meet Certificate I or II
requirements in hospitality, primary industry,
construction and metal engineering. Six students
achieved apprenticeships as a result of their skills
developed through vocational education courses.
In 2014 22% of years 11 and 12 students
undertook vocational or trade training as part of
their HSC.
composition of their workforce. At Mudgee High
School in 2014 there were three indigenous staff
members; Ruth Egan, Tommy Kennedy and Jenny
Sherwood.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
VET Qualifications
Masters/ Doctorate
NSW Institute of Teachers Accreditation
Automatically Accredited Institute of
Highly
Accomplished/Lead Accreditation
Teachers
Year 12 students attaining HSC or equivalent
Vocational educational qualification
100% of Year 12 students achieved their HSC.
21% also achieved additional national
accreditation in VET.
Workforce information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Professional
accreditation
Workforce composition
Position
1
Deputy Principal(s)
2
Head Teachers
11
Classroom Teachers
1
Teacher of Mild Intellectual Disabilities
1
Teacher of Moderate/Severe Intellectual
disabilities/Multi categorical
3
Support Teacher Learning Assistance
2.1
Support Teacher Hearing/Vision
2
Teacher Librarian
1
Careers Advisor
1
Counsellor
1
Counsellor in training
1
School Administrative & Support Staff
17.372
Total
91.672
teacher
There were four funded permanent beginning
teachers employed at Mudgee High School in
2014. They were supported through the Great
Teaching Inspired Learning funding with
additional release time, a mentor and a program
of professional learning throughout the year. In
addition there were four temporary beginning
teachers who were supported through teacher
professional learning funding to participate in the
program for beginning teachers led by the Head
Teacher Teaching and Learning.
47.2
Teacher of Emotional Disabilities
and
Beginning Teachers
Number
Principal
learning
% of staff
100
100
20
15
26
74
1
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
3
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary
30/11/2014
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
$
298,842.64
829,915.30
770,364.11
466,805.89
11,106.36
160,032.36
0.00
2,537,066.66
Year 9: from Band 5 (lowest) to Band 10 (highest
for Year 9)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter Mudgee High School in the Find a
school and select GO to access the school data.
NAPLAN Year 7 - Literacy
90,118.37
155,626.99
135,666.11
4,226.81
6,266.26
836,900.05
313,675.39
222,238.93
0.00
251,906.50
138,686.15
202,318.55
26,981.85
2,384,611.96
152454.70
Percentage in bands:
Year 7 Reading
40
Percentage of students
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
30
20
10
0
4
5
6
Bands
7
8
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
A full copy of the school’s 2014 financial
statement is tabled at the Annual General
Meetings of the P&C. Further details concerning
the statement can be obtained by contacting the
school.
Percentage in bands:
Year 7 Spelling
Percentage of students
30
School performance 2014
Academic achievements
NAPLAN
20
10
0
In the National Assessment Program, the results
across the Years 7 and 9 literacy and numeracy
assessments are reported on a scale from Band 4
to Band 10.
4
5
6
Bands
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
4
9
NAPLAN Year 9 - Literacy
Percentage in bands:
Year 7 Grammar & Punctuation
Percentage in bands:
Year 9 Reading
40
30
Percentage of students
Percentage of students
35
25
20
15
10
5
0
4
5
6
Bands
7
8
30
20
10
0
9
5
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
8
9
10
Percentage in bands:
Year 9 Spelling
40
Percentage of students
Percentage of students
7
Bands
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in bands:
Year 7 Writing
40
6
30
20
10
0
30
20
10
0
4
5
6
Bands
7
8
9
5
6
7
Bands
8
9
10
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in Bands
School Average 2011-2014
SSG % in Band 2014
NAPLAN Year 7 - Numeracy
30
Percentage of students
40
Percentage of students
Percentage in bands:
Year 9 Grammar & Punctuation
Percentage in bands:
Year 7 Numeracy
30
20
10
25
20
15
10
5
0
0
4
5
6
Bands
7
8
5
9
6
7
Bands
8
9
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
5
10
School 2014
School Average 2010-2014
Percentage in bands:
Year 9 Writing
10
Ancient History
5
0
5
6
7
Bands
8
9
10
Percentage in Bands
School Average 2011-2014
SSG % in Band 2014
State DEC % in Band 2014
Drama
15
Community and Family
Studies
20
Chemistry
25
Business Studies
Percentage of students
30
Biology
100
90
80
70
60
50
40
30
20
10
0
35
NAPLAN Year 9 – Numeracy
Percentage in bands:
Year 9 Numeracy
School 2014
School Average 2010-2014
15
10
Engineering Studies
5
0
5
6
7
8
9
10
Bands
Percentage in Bands
School Average 2010-2014
SSG % in Band 2014
State DEC % in Band 2014
Higher School Certificate (HSC)
In the Higher School Certificate, the performance
of students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
6
Legal Studies
20
Industrial Technology
25
Food Technology
30
English (Advanced)
Percentage of students
35
English (Standard)
100
90
80
70
60
50
40
30
20
10
0
student was selected for the state wide
exhibitions for Techstyle and Designtech because
of the exceptional quality of their major works in
respectively Textiles and Design and Multimedia
Technology.
School 2014
School Average 2010-2014
100
90
80
70
60
50
40
30
20
10
0
One student, Rebekah Rae was selected to
perform in the 2014 Schools Spectacular and was
given the honour of performing as principal
clarinet in the 80-strong Schools Spectacular
orchestra.
Apart from the annual swimming, cross country
and athletics carnivals students participated in
regular school sport and state wide competitions.
Each year Mudgee High School enters teams in
the state knockout competitions for sport.
Individual students were able to excel through
the school swimming, cross country and athletics
carnivals. These events were held locally and
provided an opportunity for all students to
participate. Talented students were then selected
from the school teams to go to the regional
carnival and from there to the state carnival.
Society and Culture
Physics
Personal Development,
Health and Physical…
Music 1
Mathematics
Mathematics General 2
Sport
School 2014
School Average 2010-2014
100
90
80
70
60
50
40
30
20
10
0
In addition our intermediate triathlon team won
a CHS medal at the state carnival.
Other
In debating and public speaking students
participated in state wide competitions and the
Lithgow Festival of Speech. Bianca Roach won the
junior public speaking competition at Lithgow
which was an exciting achievement, and
Heathcliffe Auchinachie was the runner-up in the
senior division.
Hospitality Examination
Visual Arts
Textiles and Design
Software Design and
Development
Our steer showing and junior judging teams
participated in both local and regional
competitions enjoying success particularly at the
Mudgee Show.
Other achievements
Significant programs and initiatives –
Policy and equity funding
Arts
Aboriginal education
Major events included the staging of, Music, Art
and Drama concerts and a range of public
speaking opportunities. Students represented
their school in the model United Nations, Mock
Trial and Mock Mediation and the NSW
Environmental Forum held at parliament house.
This year we have seen the successful
continuation of the Aboriginal Studies Elective
within the HSIE faculty. Both semesters saw a
class of students complete the modules on offer.
This elective is open to students in Years 8, 9 and
10.
Two students were selected for Artxpress which
is a statewide exhibition of HSC major works. One
We welcomed Jenny Sherwood into the school
community as the Community Liaison Officer.
7
Jenny completed some great work with our
Aboriginal students, connecting students to
programs and opportunities to support their
learning and pathways to employment.
January holidays. A separate report has been
written for the event.
The Buraaydyalung Aboriginal student’s voluntary
roll call group has continued this year with great
success. The roll call is full, with a waiting list of
Aboriginal students who would like to be
involved. Some of the things that this group of
students has worked on throughout the year are
described below.
Students continue to learn about current issues
and build their cultural awareness through a
range of activities. They spoke at assembly for
NAIDOC. This was a great school wide celebration
with a flag raising ceremony, a bush tucker BBQ,
a mufti day where students could wear a full
outfit in the colours of the Aboriginal flag. In
conjunction with this we raised money for the
work of Koori Kids in remote communities, by
selling Respect wrist bands. The group raised
nearly $900 which will support Koori Kids in
remote communities through educational
projects and opportunities.
The University of Wollongong visited Mudgee
High School and put on a half day demonstration
of a range of engineering and science activities.
The goal of this visit was to encourage more
Aboriginal and rural students to enrol in
university courses and to pursue academic paths.
The workshops were a great success with
students thoroughly enjoying the hands-on and
interactive activities.
Jade Faucett-Kay attended a residential school at
University of Western Sydney for rural indigenous
students, which was a great success. She met
people from all over the western region as well as
current Aboriginal students at UWS. The
residential school explored the many offerings at
UWS and also taught about cultural topics.
Mr Browning, Mr Giammarco and Miss
Heckendorf once again ran a successful excursion
to the Goodooga Indigenous Games.
The Deadly Vibe magazine is a core part of the
reading in the roll call, with its stories of
successful role models – an alternative to the
negative press that people usually read about.
We had three students attend the Walan-may-a
(Empowerment) Camp run by Red Hill EEC and
the Western Region Aboriginal Education Team.
These students were Chloe Brydon, Dylan Hayes
and Sarah Forgione. All students had a fantastic
time, meeting news friends, making positive peer
connections and learning about a range of
cultural themes.
Within the Roll Call group students are learning
Wiradjuri words. The School’s Aboriginal
Education Priority Team is planning to expand the
learning of Wiradjuri language within the school
in the future. To begin with, the plan centres on
establishing labels and signage around the school
using Wiradjuri words and translations.
Multicultural education and anti-racism
Harrrison Maynard, Isaac Maynard and Josie
Ager-McConnell were all successful in gaining a
place in the Aboriginal Summer School University
program at The University of Sydney during the
Multicultural education strategies included the
study of languages such as Japanese and
multicultural texts in English. Opportunities to
experience the culture of other nations through
8
their food were provided in food technology and
hospitality.
the provision of texts and other resources, and
attendance on educational excursions.
Our student exchange program with two schools
from Japan provided opportunities for students
and their families to host students from another
culture and to make lifelong friendships. Students
and teachers enjoyed the opportunity to travel to
Japan over the school holiday break in April 2014,
to experience Japanese culture first hand.
Multicultural perspectives are mandatory in all
courses and form an integral part of music,
society and culture, food technology and human
society and its environment courses.
Learning and Support
Additional SLSOs provided tutorial work with
individual and small groups of students in literacy
and numeracy basics, as well as specific KLA
support. SLSOs also provided excursion support
where appropriate. Learning and Support funding
was utilised to employ staff to develop student
Individualised Learning Plans (ILPs). Funding was
also used to provide additional teaching time to
facilitate projects around the school, including
the very successful Farm Skills program that
develops skills that support some of our more
vulnerable students in becoming more workready.
Aboriginal background
The school was able to utilise RAM funding to
employ a community liaison officer to assist in
connecting Aboriginal students with educational
opportunities external to the school.
Additional School Learning Support Officers
(SLSOs) were also employed to assist Aboriginal
students in improving their literacy and numeracy
through direct intervention as well as classroom
assistance. This was in addition to Norta Norta
funding, which also allowed for the employment
of SLSOs to assist Aboriginal students in both the
junior and senior school.
Socio-economic background
Socio-economic Resource Allocation Model
(RAM) funding was utilised to employ additional
SLSOs as well as put in place curriculum initiatives
in a variety of KLAs. The Quicksmart Literacy and
Quicksmart Numeracy initiatives were expanded
to meet the needs of an even greater number of
students.
Socio-economic RAM funding was also utilised to
assist students in meeting uniform requirements,
9

School planning and evaluation
2012—2014

School evaluation processes
Strategies to achieve these outcomes include:
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:

Surveys of staff, students and parents.

Consultation meetings
students and parents.

Drafting of priorities after data has been
analysed and strengths and areas for
improvement identified.
with
Implementation of ALARM (a learning
and response matrix) to senior years
Reduce the percentage of students in the
lowest bands in NAPLAN in year 9


staff,

Implement Quicksmart to target students
with significant delay in literacy and
numeracy skills in years 7-8.
Provide support through mentoring for
professional learning on explicit teaching
strategies in literacy.
Utilise the expertise of the learning and
support staff to provide targeted
intervention for students at risk.
School planning 2012—2014: progress
in 2014
School priority 2
School priority 1
Shared Responsibility for
Development of our Learning Culture
Student Engagement and Attainment
Outcomes for 2012–2014
Outcomes for 2012–2014
1. Enhance and foster our existing
community partnerships.
2. Develop a culture of a learning
community.
3. Promote leadership of teacher networks
within and beyond the school.
4. Enhance social capital through closer ties
with the Aboriginal community.
1. Engage
students
with
relevant
challenging learning which leads to high
levels of attainment in all classes.
2. Focus professional learning on quality
teaching and assessment for learning
with writing skills developed across all
KLAs.
3. Better use of existing data to inform
practice.
2014 Targets to achieve this outcome include:

Participation
of
all
parents
in
development of individual learning plans
for students.

Support and development of quality
teaching skills from pre-service to
proficient teacher status.

Development of leadership skills of
teachers.
Strategies to achieve these outcomes include:

Identify and support broader access to
TAFE and other providers for students at
risk. Continuance of the LINK initiative
with strong business and TAFE links.

Provide support to Aboriginal parents,
students and community through
2014 Targets to achieve this outcome include:

Increased focus on student attendance
and participation in learning
10
initiatives of the Aboriginal Education
Team and increased focus on literacy.


Parent/caregiver, student, and
teacher satisfaction
Through shared learning, mentoring and
coaching improve the skills of all school
leaders and increase the collegiality of
working relationships.
In 2014, the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
In general parents feel most welcome when they
visit the school. Parents also said they receive
written information which is clear and in plain
language for the most part.
Development of a Leadership Alliance
within
the
Cudgegong
Learning
Community (CLC) to develop professional
learning programs for school leaders and
aspiring leaders.
Parents generally find reports are written in
terms they understand but would like to know
more immediately when their child was not
making adequate progress in subjects and about
their child’s emotional and social development.
Most feel they are well informed about their
child’s progress and behaviour and opportunities
for their child’s future. The majority of
respondents support their child’s learning at
home. The highest proportion encourage their
child to do well at school and praise their child for
their achievements. However a lower proportion
discuss how their child is going in their classes
and discuss how important schoolwork is. In
general respondents would like to see their
children spend less time on homework but the
majority indicate their children spend less than 1
hour per night and parents generally spend less
than half an hour helping their children with
homework.
School priority 3
Effective school organisation to
support teaching and learning
Outcomes for 2012–2014
1. Quality teaching and learning in every
classroom.
2. Efficient use of resources to support
teaching and learning.
3. Improved communication with parents
and partner schools.
2014 Targets to achieve this outcome include:

Positive
Behaviours
for
Learning
implemented in the playground

Improved flow of information between
the school and the wider community.

The majority of respondents feel the school has
expectations homework will be done on time and
that their child will work hard. They also feel that
teachers show an interest in their child’s learning
but that more account could be taken of their
child’s needs, abilities and interests.
Self-evaluation embedded within school
teams to enhance effectiveness of
planning and comprehensive use of data.
Strategies to achieve these outcomes include:

Development of a behaviour matrix for
the playground and explicit teaching of
the expectations for students.
96% of parents talked with a teacher at least
once a year with 49% talking with a teacher two
or three times.

Continue to build the capacity of the
community through participation in
school teams including self-evaluation,
Aboriginal Education and P&C.

School teams implement planning and
evaluation of effective use of resources.

Use of technology to produce quality and
engaging learning through quality
teaching.
A strong understanding of clear rules for
behaviour is indicated as is high expectations that
their child will pay attention in class. A significant
contrast is indicated by the low response to
maintenance of control in class by teachers. The
majority indicate teachers devote extra time to
extra-curricular activities and to preventing
problems such as smoking and drug use.
Safety is considered to be high, in particular at
school and going to and from school. Mudgee
High school is generally seen as inclusive however
11
some parents felt their child needed more
teacher support to develop positive friendships.
expectations in their classrooms and strive to
understand the learning needs of students with
special needs. Teachers share strategies, learning
goals assessments and learning materials with
each other.
The majority of students had a positive sense of
belonging with year 10 and year 12 indicating
they felt valued by their peers at a higher rate
than the pilot sample.
Future Directions
2015-2017 School Plan
79% of students said they have friends at school
they can trust and who encourage them to make
positive choices.
A high proportion
outcomes. There
between boys and
student outcomes.
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2 2015.
of students value schooling
was very little difference
girls in the rates they value
81% of students responded
they had positive behaviours however there is a
significant difference between boys and girls with
90% of girls and only 73% of boys saying their
behaviour at school was generally positive.
After extensive consultation with students, staff
and parents, the new plan has as its three focuses
the following:
High Expectations
The rate of students who feel intellectually
engaged in their learning is high for both boys
and girls. Effective learning time in class was
rated by all years as high. Students overall felt
their lessons were well organised with immediate
and appropriate feedback.
Capacity Building, and
Communication and Organisational Effectiveness.
The guiding vision under which our planning sits
is this:
“Developing safe, respectful and responsible
learners in a stimulating and inclusive
environment.”
The learning climate was rated as positive by the
majority of students with more boys than girls
finding there were clear rules for classroom
behaviour. The question about students’
expectations for success was rated higher for girls
than for boys with boys rating lower than the
norm and girls higher.
Teachers said school leadership had its most
positive impact in working to create a safe and
orderly working environment. The school
executive was also seen as supportive during
stressful times. The learning culture was seen as
very good with high expectations for students
and written feedback given to students.
The majority of teachers indicate they use data to
inform their practice with the highest score for
data from assessments. Students are regularly
given opportunity to improve and common
mistakes are identified. Teachers use formal
assessment tasks to decide when and how a
concept should be taught.
The greatest strengths were seen as in linking
concepts to previously mastered skills and
knowledge, using a variety of teaching strategies
each lesson, giving students clear expectations of
what they are to learn and discussing ways
students can seek help to increase their learning.
Teachers indicated strongly they set clear
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About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Louise Manwaring Principal
Wayne Eade Deputy Principal
James Browning Deputy Principal
David Roach Head Teacher
John Laidlaw P&C President
Susan Reinhard P&C Secretary
Lucy Finter School Captain
Jock Whiteside School Captain
School contact information
Mudgee High School
Locked Bag 2004 Mudgee 2850
Ph: 63721533
Fax: 63726321
Email: Mudgee.h.school@det.nsw.edu.au
Web: www.mudgee-h.schools.nsw.edu.au
School Code: 8128
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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